Small bowel malignant melanoma presenting as a perforated jejunal diverticulum: a case report and literature review.

Although usually harmless and asymptomatic, jejuno-ileal diverticulae are associated with various non-specific gastrointestinal symptoms, and rarely cause surgical emergencies. This case report describes the presentation and management of a patient with an acute abdomen, whose jejunal diverticulum was perforated. Unexpectedly, histopathological assessment demonstrated malignant melanoma lining the diverticulum. Whether this was primary or metastatic is discussed, together with a synopsis of the literature on small bowel diverticulae

Inequality in education – innovation in methods introduction with reflections by Dr Nicola Ingram and Professor Melanie Nind

Against a backdrop of metamorphosis in the UK educational landscape and the increased focus on ‘innovation’ in research funding and postgraduate programmes, a conference entitled ‘Inequality in Education – Innovation in Methods’ (IEIM) was held at the University of Warwick in November 2014 to offer space to reflect on ‘inequality in education’ as a field of research and the impact, and future prospect for ‘innovation in method’ in this field. This article introduces this featured section, including reflections from Dr Nicola Ingram and Professor Melanie Nind, who both delivered keynote addresses at the conferenc

The importance of social relationships and loneliness: An inclusive research project in Spain

This article presents the results of a project carried out by a group of researchers with and without intellectual disabilities on the importance of social relationships and loneliness. We wanted to find out about the experience of loneliness in young people with and without intellectual disabilities and know whether this was an important issue for them too. We interviewed a total of 23 young people during our research which was developed over more than a year and a half. This article has been organised into three parts. In the first part, the two academic researchers outline the concept of inclusive research highlighting the value of recognising and making the experiences of people with intellectual disabilities visible. Following this, the four authors describe how the research group was formed and the methodological decisions that were made. Finally, we report the results of the research and the main conclusions. The young people with and without disabilities we interviewed told us that nobody wants to feel lonely. We believe that it is important for other researchers at the university to recognise our work and be encouraged to implement inclusive research processes.This work was supported by the Ministry of the Economy and Competitiveness (EDU2015-68617-C4-4-R). Principal researcher: Teresa Susinos Rad

Developing resources to facilitate culturally-sensitive service planning and delivery – doing research inclusively with people with learning disabilities

Background Black, Asian and minority ethnic people with learning disabilities face inequities in health and social care provision. Lower levels of service uptake and satisfaction with services have been reported, however, this is largely based on the views of carers. The ‘Access to Social Care: Learning Disabilities (ASC-LD)’ study sought to explore the views and experiences of social support services among adults with learning disabilities from Black, Asian and minority ethnic communities. Interviews with 32 Black, Asian and minority ethnic adults with learning disabilities were conducted to explore participants’ cultural identities, their understanding and experience of ‘support’. The views and experiences expressed in the ASC-LD study were used in the ‘Tools for Talking project’ to develop a suite of resources designed to facilitate culturally-sensitive communication and information-sharing, service planning and delivery through improved mutual understanding between providers and users of services. This paper describes the Tools for Talking project which sought to co-develop the resources through a partnership event. Methods An inclusive approach was adopted to address issues that are important to people with learning disabilities, to represent their views and experiences, and to involve Black, Asian and minority ethnic people with learning disabilities in the research process. Partnerships were developed with provider organisations and service users who were invited to a ‘Partnership Event’. Collaborators at the partnership event were asked to comment on and evaluate draft resources which included a series of videos and activities to explore topics that emerged as important in the ASC-LD study. Their comments were collated and the tools developed as they suggested. Results Using the results from the ASC-LD study helped to ensure that the draft resources were relevant to service users, addressing topics that were important to them. The partnership event was an effective method to collaborate with a relatively large number of stakeholders. However, the event was resource intensive and required substantial planning to ensure active and meaningful participation. Considerations, such as inviting stakeholders, developing the programme and selecting a venue are discussed. Conclusions The partnership approach has led to the development of a set of five illustrative videos and accompanying activities that address issues that emerged from the collaborative process including: culture, activities, support from staff, important people, choices and independence. These resources are freely available at: www.Toolsfortalking.co.uk. They are designed to be used by users and providers of services, but may also be useful in other settings

The pedagogic beliefs of Indonesian teachers in inclusive schools

This research explores, for the first time, the pedagogical orientations of Indonesian teachers in the context of inclusive education. A mixed-method approach was used for an analysis of questionnaire data from 140 teachers and qualitative interviews from 20 teachers in four inclusive schools. The findings suggest that, in general, the implicit orientation of teachers is social constructivist. This orientation is also reflected in their reported classroom practices. Although less common, more directive pedagogical approaches appear to have an impact upon the flexibility of roles within two teacher inclusive classrooms. Whilst the number of disabled pupils within each class was a significant issue for interviewees, no pupils were deemed unteachable in their classrooms. Furthermore, what is described by the teachers as a “special pedagogy” typically entailed additional teaching time and modified assessments, and consequently could be framed as “good teaching for all”. The questionnaires also contained responses from student and special school teachers and support the view that teachers’ beliefs about inclusive pedagogy are mediated by experience and occupation

Mineralization proximal to the final Nuna suture in northeastern Australia

Mineralization along continental suture zones is facilitated through the frequent presence of pathways from fertile mantle source regions to crustal repositories. Due to their inherent rheological weakness, these suture zones are often concealed, which hinders surface-based observations. Here, we use zircon U-Pb and sericite 40Ar/39Ar dating, and whole-rock geochemical data, to investigate the crystallization and mineralization history from a sequence of granites (sensu lato), volcanic rocks and sedimentary rocks from the Au–Ag–Pb–Zn Empress Springs Project in northeast Australia, which are under >50 m of Phanerozoic cover and located near the interpreted ca. 1.6 Ga tectonic boundary between the North Australia Craton (Mount Isa Inlier) and Laurentia (Georgetown Inlier). Zircon U-Pb dating indicates that granite emplacement, volcanic eruptions and dolerite intrusions occurred between 1564 ± 6 and 1546 ± 13 Ma (2σ), corresponding to the 1560–1550 Ma Esmeralda Supersuite and the Croydon Volcanic Group exposed in the western Georgetown Inlier. U-Pb ages from detrital zircon grains in a sedimentary rock revealed a near unimodal ca. 1560 Ma population, likely sourced from the surrounding granitic and volcanic rocks. Sericite 40Ar/39Ar dating yielded disturbed spectra with evidence for incorporation of excess radiogenic Ar, but with a probable Carboniferous to Permian age, potentially dating the timing of gold mineralization. Geochemical similarities point towards an epithermal origin for the Empress Springs Project, consistent with post-orogenic mineralization at either ca. 1560–1550 Ma or 330–250 Ma. It is likely that a series of west-dipping lithospheric-scale faults below the Empress Springs Project, here termed the Empress Suture Zone, demarcate the final suture zone associated with the assembly of Nuna. Reactivation of the Empress Suture Zone ~1.3 b.y. after crystallization with potential contemporaneous gold mineralization attests to its longevity for fluid mobility

“We have been magnified for years - now you are under the microscope!": Co-researchers with learning disabilities created an online survey to challenge public understanding of learning disabilities

Public attitudes towards learning disabilities (LDs) are generally reported as positive, inclusive and empathetic. However, these findings do not reflect the lived experiences of people with LDs. To shed light on this disparity, a team of co-researchers with LDs created the first online survey to challenge public understanding of LDs, asking questions in ways that are important to them and represent how they see themselves. Here, we describe and evaluate the process of creating an accessible survey platform and an online survey in a research team consisting of academic and non-academic professionals with and without LDs or autism. Through this inclusive research process, the co-designed survey met the expectations of the co-researchers and was well-received by the initial survey respondents. We reflect on the co-researchers’ perspectives following the study completion, and consider the difficulties and advantages we encountered deploying such approaches and their potential implications on future survey data analysis